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Redefining bilingualism as a spectrum of experiences that differentially affects brain structure and function
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Brain adaptations and neurological indices of processing in adult Second Language Acquisition: challenges for the Critical Period Hypothesis
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Formal linguistics approaches to adult second language acquisition and processing
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Differences in use without deficiencies in competence: passives in the Turkish and German of Turkish heritage speakers in Germany
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Evidence from neurolinguistic methodologies : Can it actually inform linguistic/ language acquisition theories and translate to evidence-based applications?
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Language dominance affects bilingual performance and processing outcomes in adulthood
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Language dominance and transfer selection in L3 acquisition: Evidence from sentential negation and negative quantifiers in L3 English
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Terminology matters! : Why difference is not incompleteness and how early child bilinguals are heritage speakers
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In: International Journal of Bilingualism ; 22 (2018), 5. - S. 564-582. - ISSN 1367-0069. - eISSN 1756-6878 (2018)
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Language Dominance Affects Bilingual Performance and Processing Outcomes in Adulthood
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Language Dominance Affects Bilingual Performance and Processing Outcomes in Adulthood
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L1 acquisition across Portuguese dialects: Modular and interdisciplinary interfaces as sources of explanation
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The generative approach to SLA and its place in modern second language studies
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Language dominance affects early bilingual performance and processing outcomes in adulthood
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Abstract:
This study examines the role of language dominance (LD) on linguistic competence outcomes in two types of early bilinguals: (i) child L2 learners of Catalan (L1 Spanish-L2 Catalan and, (ii) Child Spanish L2 learners (L1 Catalan-L2 Spanish). Most child L2 studies typically focus on the development of the languages during childhood and either focus on L1 development or L2 development. Typically, these child L2 learners are immersed in the second language. We capitalize on the unique situation in Catalonia, testing the Spanish and Catalan of both sets of bilinguals, where dominance in either Spanish or Catalan is possible. We examine the co-occurrence of Sentential Negation (SN) with a Negative Concord Item (NCI) in pre-verbal position (Catalan only) and Differential Object Marking (DOM) (Spanish only). The results show that remaining dominant in the L1 contributes to the maintenance of target-line behavior in the language.
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URL: https://centaur.reading.ac.uk/77855/8/fpsyg-09-01199.pdf https://centaur.reading.ac.uk/77855/1/18-06-08%20PaperLDCat-SP_RevisionsImplemented.pdf https://centaur.reading.ac.uk/77855/
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36 |
Evidence from neurolinguistic methodologies: can it actually inform linguistic/ language acquisition theories and translate to evidence-based applications?
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Towards eliminating arbitrary stipulations related to parameters: linguistic innateness and the variational model
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Why should formal linguistic approaches to heritage language acquisition be linked to heritage language pedagogies?
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When bilingualism is the common factor: switch reference at the junction of competence and performance in both second language and heritage language performance
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